scholarly journals Low-income fathers’ speech to toddlers during book reading versus toy play

2015 ◽  
Vol 43 (6) ◽  
pp. 1385-1399 ◽  
Author(s):  
VIRGINIA C. SALO ◽  
MEREDITH L. ROWE ◽  
KATHRYN A. LEECH ◽  
NATASHA J. CABRERA
Keyword(s):  
Low Income ◽  
Language Use ◽  
Book Reading ◽  
Communicative Development ◽  
Toy Play ◽  
Low Income Families ◽  
Mean Length Of Utterance

AbstractFathers’ child-directed speech across two contexts was examined. Father–child dyads from sixty-nine low-income families were videotaped interacting during book reading and toy play when children were 2;0. Fathers used more diverse vocabulary and asked more questions during book reading while their mean length of utterance was longer during toy play. Variation in these specific characteristics of fathers’ speech that differed across contexts was also positively associated with child vocabulary skill measured on the MacArthur-Bates Communicative Development Inventory. Results are discussed in terms of how different contexts elicit specific qualities of child-directed speech that may promote language use and development.

scholarly journals Assessing the productive vocabulary of Spanish–English bilingual toddlers from low-income families

2011 ◽  
Vol 32 (2) ◽  
pp. 333-357 ◽  
Author(s):  
JEANNETTE MANCILLA-MARTINEZ ◽  
BARBARA ALEXANDER PAN ◽  
SHAHER BANU VAGH
Keyword(s):  
Low Income ◽  
Conceptual Knowledge ◽  
Bilingual Children ◽  
Old Spanish ◽  
English Bilingual ◽  
Communicative Development ◽  
Low Income Families

ABSTRACTThis study investigates the utility and validity of the MacArthur–Bates Communicative Development Inventory (CDI) for use with low-income parents and their 24- to 36-month-old Spanish–English bilingual children (n = 79). Issues in the interpretation of the integrated CDI/Inventarios del Desarrollo de Habilidades Comunicativas (IDHC) score to index bilingual children's overall conceptual knowledge are also considered. Results indicate that the CDI/IDHC can be used with this population through at least age 36 months and parents are accurate reporters of their children's Spanish and English vocabulary. The value of the integrated score was confirmed. However, given the lack of norms associated with the integrated score, the complexity of determining how best to interpret this score was underscored.

Contextual effects on the conversations of mothers and their children with language impairment

2013 ◽  
Vol 36 (2) ◽  
pp. 323-344 ◽  
Author(s):  
MELANIE STICH ◽  
LUIGI GIROLAMETTO ◽  
CARLA J. JOHNSON ◽  
PATRICIA L. CLEAVE ◽  
XI CHEN
Keyword(s):  
Language Impairment ◽  
Language Skills ◽  
Expressive Language ◽  
Contextual Effects ◽  
Book Reading ◽  
Language Tests ◽  
Play Interactions ◽  
Toy Play ◽  
Maternal Interaction ◽  
Mean Length Of Utterance

ABSTRACTTwenty-four mothers and their preschool children with language impairment participated in two 12-min sessions of toy play and book reading that were transcribed to yield maternal mean length of utterance in morphemes (MLU-m), type token ratio (TTR), and maternal interaction style (directive vs. responsive). Maternal MLU-m was significantly longer during book reading than during toy play, whereas TTR was similar across contexts. In contrast, children's MLU-m was similar across contexts, whereas TTR was higher during book reading. Mothers used an eliciting style characterized by more commands and questions during toy play than during book reading. Only maternal MLU-m predicted children's expressive language skills (i.e., a composite score of two standardized language tests). The implications include sampling both book reading and play interactions because they provide differential opportunities for conversation and language productivity.

scholarly journals Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

2019 ◽  
Vol 39 (1) ◽  
pp. 45-55
Author(s):  
Nicole M. Hendrix ◽  
Robin L. Hojnoski ◽  
Kristen N. Missall
Keyword(s):  
Head Start ◽  
Low Income ◽  
Functional Relation ◽  
Book Reading ◽  
Shared Book Reading ◽  
Math Talk ◽  
Baseline Design ◽  
Multiple Indicators ◽  
Low Income Families ◽  
Parent Child

Shared book reading can facilitate meaningful mathematical interactions. This study extends prior research by exploring the effect of book content and parent training in shared book reading. A comparison phase embedded within a multiple baseline design across participants was used with three Head Start parent–child dyads to examine the effect of book type (i.e., math or nonmath) on the frequency of parent and child mathematical utterances (i.e., math talk) and to evaluate whether there was a functional relation between training as well as provision of reader’s guides and increased frequency and diversity of parent and child math talk. Overall and on average, dyads engaged in more math talk when provided with math books as compared with nonmath books. Results regarding training and provision of supplementary materials were less clear. Results are discussed with attention to multiple indicators of effectiveness and considerations for designing home mathematical interventions.

Understanding child bilingual acquisition using parent and teacher reports

2003 ◽  
Vol 24 (2) ◽  
pp. 267-288 ◽  
Author(s):  
VERA F. GUTIÉRREZ–CLELLEN ◽  
JACQUELINE KREITER
Keyword(s):  
Low Income ◽  
Language Use ◽  
Target Language ◽  
Second Grade ◽  
Language Behavior ◽  
Teacher Reports ◽  
Language Exposure ◽  
Low Income Families ◽  
The Impact ◽  
At Home

There is limited research regarding what levels of proficiency in each language should characterize the language behavior of bilingual children and the impact of language exposure or language use variables on bilingual performance. This study was designed to examine the extent to which years of exposure to a language(s), amount of language input at home and at school, and amount of exposure to reading and other literacy activities in a language(s) relate to observed bilingual performance in young children, as obtained from parent and teacher reports. A secondary goal was to determine the extent to which parents or teachers could assist in determining language status by examining relationships between their ratings of the child's use and proficiency in the two languages and the child's grammatical performance. Fifty-seven children and their families were sampled from second grade classes of a large school district serving primarily low-income families in southern California. Multiple regression analyses for each language indicated that amount of Spanish input at home was a significant predictor of grammatical performance in that language. These input effects did not hold for English. Although there were some crosslinguistic differences, parent and teacher ratings of use and proficiency correlated with the child's grammatical performance in the target language. The findings suggest that parent and teacher estimates may be useful to determine bilingual status.

scholarly journals Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

2004 ◽  
Vol 31 (3) ◽  
pp. 587-608 ◽  
Author(s):  
BARBARA ALEXANDER PAN ◽  
MEREDITH L. ROWE ◽  
ELIZABETH SPIER ◽  
CATHERINE TAMIS-LEMONDA
Keyword(s):  
Rural Communities ◽  
Predictive Validity ◽  
Low Income ◽  
Short Form ◽  
Receptive Vocabulary ◽  
Parental Report ◽  
Communicative Development ◽  
Language Assessments ◽  
Low Income Families ◽  
Language Measures

This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2;0 and accounted for unique variance in PPVT at age 3;0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed.

A picture book reading intervention in day care and home for children from low-income families.

1994 ◽  
Vol 30 (5) ◽  
pp. 679-689 ◽  
Author(s):  
Grover J. Whitehurst ◽  
David S. Arnold ◽  
Jeffrey N. Epstein ◽  
Andrea L. Angell ◽  
et al
Keyword(s):  
Reading Intervention ◽  
Low Income ◽  
Day Care ◽  
Picture Book ◽  
Book Reading ◽  
Low Income Families ◽  
Picture Book Reading

scholarly journals The Link Between Preschoolers’ Phonological Awareness and Mothers’ Book-Reading and Reminiscing Practices in Low-Income Families

2012 ◽  
Vol 44 (4) ◽  
pp. 426-447 ◽  
Author(s):  
Diana Leyva ◽  
Alison Sparks ◽  
Elaine Reese
Keyword(s):  
Phonological Awareness ◽  
Low Income ◽  
Cognitive Skills ◽  
Control Variable ◽  
Book Reading ◽  
Reading Practices ◽  
Expressive Vocabulary ◽  
Vocabulary Skills ◽  
Low Income Families

The relation between preschoolers’ phonological awareness and the frequency and quality of parents’ book-reading and reminiscing practices were examined in 54 low-income and ethnically diverse families. Children’s phonological awareness was assessed at the beginning and end of preschool. Mothers reported the frequency with which they read books and reminisced with their children at the beginning of preschool using a questionnaire. They were also videotaped while reading a book and talking about a past event with their preschoolers. The quality of book-reading and reminiscing practices was measured via these videotapes by the number of open-ended questions mothers asked to extend the reading or conversation. Children’s receptive and expressive vocabulary skills were assessed at the beginning of preschool as a control variable. Quality of reminiscing, but not book-reading practices, predicted preschoolers’ phonological awareness skills at the end of preschool, even after controlling for beginning-of-preschool phonological and vocabulary skills and demographic variables. Reported frequency of book-reading and reminiscing practices bore no relation to phonological awareness skills. The link between quality of reminiscing practices and phonological awareness deserves further exploration, but might be explained by indirect links with other linguistic and cognitive skills.

Context effects on young children’s language use: The influence of conversational setting and partner

2010 ◽  
Vol 30 (3-4) ◽  
pp. 461-472 ◽  
Author(s):  
Erika Hoff
Keyword(s):  
Individual Differences ◽  
Language Use ◽  
Context Effects ◽  
Book Reading ◽  
Contextual Variable ◽  
Toy Play ◽  
Play Interaction ◽  
The Individual ◽  
Older Siblings ◽  
Older Sibling

This article reports on two studies investigating the effect of contextual variables on young children’s language use in conversation. In Study 1, 20 children between age 1;5 and 2;2 were recorded in conversation with their mothers in three settings: mealtime, toy play, and book reading. In Study 2, 16 children between age 1;9 and 3;0 were recorded in dyadic toy play interaction with three different conversational partners: a 5-year-old older sibling, an 8-year-old older sibling, and their mother. Both studies found effects of the contextual variable on children’s vocabulary use and discourse cohesion.The children used a richer vocabulary and produced more topic-continuing contributions in book reading than in other contexts, and they used a richer vocabulary and produced more responses to questions in conversation with their mothers than in conversation with their older siblings. Despite mean effects of context, there was cross-context stability in the individual differences among children.

Mother–child talk during joint book reading in two social classes in Taiwan: Interaction strategies and information types

2015 ◽  
Vol 37 (2) ◽  
pp. 387-410 ◽  
Author(s):  
CHIEN-JU CHANG ◽  
CHO-CHI HUANG
Keyword(s):  
Low Income ◽  
Data Exchange ◽  
The Other ◽  
Social Classes ◽  
Book Reading ◽  
Exchange System ◽  
Joint Book Reading ◽  
Educational Implications ◽  
Low Income Families ◽  
Low Income Mothers

ABSTRACTThis paper aims to understand mother–child book-reading interactions in different socioeconomic classes in Taiwan. Two groups of 16 mothers and their 3-year-old children, one from upper-middle socioeconomic backgrounds and the other from low-income families, participated in this study. Each dyad was visited at home, and mothers were asked to read a book with their children. Interactions during joint book reading were tape-recorded, transcribed, coded, and analyzed using the Child Data Exchange System. The results showed that mothers from the upper middle class tended to encourage children to narrate the story, ask open-ended questions, and discuss nonimmediate information, while the low-income mothers tended to take book reading as their responsibility and required their children to be attentive. Educational implications and suggestions for further research were discussed.

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